Thesis (DTh)--University of Stellenbosch, 1995. / ENGLISH ABSTRACT: A number of theories aimed at more effective ways of religious education have seen the light in recent years. They are all characterized by a holistic approach which emphasises the fact that we should try to utilise more than just the cognitive and verbal potential of man. This study does not merely accept this view but would also like to go further and look for practical means to implement these ideas. The central hypothesis of the study is that symbols and rituals are eminently suitable instruments if one opts for a holistic approach towards religious education. Various shifts which have recently occurred in modern society are highlighted in the study. These include a new outlook on life, new behavioural patterns, new ways of communication and new theories on communication. The complexity of our society is described because it has a major influence on the functioning of symbols and rituals. Secondly, symbols and rituals are defined and their functioning is described. Issues like the interplay between symbol and ritual and society, the way in which order and identity are given to society by symbols and rituals, the way in which symbols and rituals communicate without the use of a multitude of words, the pastoral function that symbols and rituals can fulfil and the gradual disappearance of symbols and rituals from our society are discussed. Attention is also paid to the concepts "liminality" and "commullitas", as described by the anthropologist Victor Turner. These two concepts are central to the understanding of the way in which rituals function. Thirdly, symbols and rituals are viewed from a Biblical and theological angle. The study shows that man was created as a symbol, but also underlines the importance of seeing man's body and soul as a unity. This has special implications for the manner in which we ritualize. It is also pointed out that symbols and rituals have played a major role in worship since the earliest times. The important role which kerugmatic and cultic acts, as well as the sacraments have played and can still play in the life of a believer is also described. Fourthly, the study concludes that symbols and rituals can indeed play a vital role in the process of religious education and the deepening and expansion of faith. The argument is supported in a deductive manner by the insights of people like H. Westerhoff, P. Babin, C.R. Foster, S. McLean and others. It is stressed that symbols and rituals should be used in a nuanced manner. Finally a number of proposals are made as to how these principles could be implemented in practice, together with some suggestions for further study. We believe that this should stimulate both the utilisation of symbols and rituals and further discussion and research in this regard. / AFRIKAANSE OPSOMMING: Daar het die afgelope aantal jare 'n hele aantal teoriee rakende die effektiewe oordrag van geloofsinhoude die lig gesien. Die teoriee word feitlik deurgaans gekenmerk deur 'n holistiese benadering wat beklemtoon dat meer as die kognitiewe en verbale potensiaal van die mens benut behoort te word. Hierdie studie sluit daarby aan, maar soek verder na praktiese instrumente vir geloofsvorming wat aan hierdie vereiste sal voldoen. Die sentrale hipotese van die studie is dat simbole en rituele by uitnemendheid geskik is om geloofsinhoude op 'n holistiese wyse oor te dra en so mee te werk aan 'n proses van geloofsvorming. Daar word in die studie gewys op skuiwe wat die afgelope aantal jare binne die moderne samelewing plaasgevind het en die mens se gedrag, lewens- en wereldbeskouing, asook kommunikasie en teoriee ten opsigte van kommunikasie daadwerklik beinvloed het. Die kompleksiteit van die samelewing word uitgelig omdat dit sowel positiewe as negatiewe implikasies vir die funksionering van simbole en rituele het. Tweedens word simbole en rituele gedefinieer en die funksionering daarvan beskryf Sake soos die wisselwerking tussen simbole en ritue1e en die gemeenskap, die wyse waarop simbole en rituele orde en identiteit aan die gemeenskap gee, die wyse waarop simbole en rituele sonder 'n omhaal van woorde kommunikeer, die pastorale funksies wat deur simbole en ritue1e vervul kan word en die wyse waarop simbole en rituele algaande uit die samelewing verdwyn het, word bespreek. Aandag word ook aan die begrippe "liminaliteit" en "communitas" gegee. Daar word veral aangesluit by die werk van die antropoloog Victor Turner. Hierdie twee begrippe word as wesenlik vir die verstaan van die funksionering van rituele beskou. Derdens word simbole en rituele deur 'n teologiese en Bybelse bril beskou. Ten aanvang word daarop gewys dat daar aan die mens die kwaliteit gegee is om as lewende simbool te funksioneer. Vervolgens word aangetoon hoe be1angrik dit is om die liggaamlikheid van die mens ernstig op te neem en daarna hoedat simbole en rituele vanaf die Bybelse tye 'n sentrale rol gespeel het in die aanbiddingswereld van gelowiges. Die besondere rol wat kerugmatiese en kultiese handelinge, asook die sakramente, in die geloofslewe van mense gespeel het en steeds speel, word bespreek. Vierdens word die gevolgtrekking gemaak dat simbole en rituele inderdaad 'n belangrike rol kan speel in die proses van geloofsvorming. Die argument word verder op deduktiewe wyse ondersteun deur insigte van persone soos J.H. Westerhoff, P. Babin, R. Osmer, C.R. Foster, S. McLean e.a. Daar word veral gewys op die belangrikheid van 'n genuanseerde gebruik van simbole en rituele. Ten slotte word enkele bedieningsvoorstelle en aanbevelings vir verdere navorsing gemaak wat as stimulering van die bedieningspraktyk behoort te dien.

Text in Afrikaans / Hierdie studie is 'n herskepping van die wereld van die Afrikaanse roman van 1934-1939. Al die romans is bekom en gelees. Die beskikbaarheid van hierdie romans word aangedui. 'n Sketsmatige beeld van elke roman word gegee, waarin die aard daarvan aangetoon word ten opsigte van die volgende aspekte: milieu, tema en konflik (moreel, religieus, maatskaplik, polities). Die lotgevalle van hierdie romans is nagegaan aan die hand van tydgenootlike resepsiegeskiedenis, sowel as die van die literatuurgeskiedskrywing tot op hede. Hieruit het dit geblyk dat sekere romans aanvanklik hoog aangeslaan is, maar nie in die kanon opgeneem is nie. Moontlike redes hiervoor word ondersoek. Na my oordeel verdien Die loutering van Petrus deur Ella Fischer en Die jare daarna deur Aletta Steyn 'n herbesoek. Albei romans is boeiend en interessant, die karakters "lewe" en dit wat hul beleef en ervaar, spreek steeds tot die leser van die negentigerjare / This study is a recreation of the world of the Afrikaans novel of 1934-1939. All the novels were obtained and read. The availability of these novels is indicated. A schematic account of each novel is given, in which the nature of each is explicated in respect of the following aspects: milieu, theme and conflict (moral, religious, social and political). The fate of these novels was researched in the context of their contemporary reception history and that of literary historiography to date. From the study it appears that certain novels were initially highly acclaimed, but were not included in the canon. Possible reasons for this are investigated. It is my opinion that Die loutering van Petrus by Ella Fischer and Die }are daarna by Aletta Steyn need to be re-evaluated. Both novels are absorbing and interesting, the characters are lifelike and their life experiences are still relevant to the reader of the nineties / Afrikaans & Theory of Literature / M.A. (Afrikaans)

Text in Afrikaans / Hierdie studie is 'n herskepping van die wereld van die Afrikaanse roman van 1934-1939. Al die romans is bekom en gelees. Die beskikbaarheid van hierdie romans word aangedui. 'n Sketsmatige beeld van elke roman word gegee, waarin die aard daarvan aangetoon word ten opsigte van die volgende aspekte: milieu, tema en konflik (moreel, religieus, maatskaplik, polities). Die lotgevalle van hierdie romans is nagegaan aan die hand van tydgenootlike resepsiegeskiedenis, sowel as die van die literatuurgeskiedskrywing tot op hede. Hieruit het dit geblyk dat sekere romans aanvanklik hoog aangeslaan is, maar nie in die kanon opgeneem is nie. Moontlike redes hiervoor word ondersoek. Na my oordeel verdien Die loutering van Petrus deur Ella Fischer en Die jare daarna deur Aletta Steyn 'n herbesoek. Albei romans is boeiend en interessant, die karakters "lewe" en dit wat hul beleef en ervaar, spreek steeds tot die leser van die negentigerjare / This study is a recreation of the world of the Afrikaans novel of 1934-1939. All the novels were obtained and read. The availability of these novels is indicated. A schematic account of each novel is given, in which the nature of each is explicated in respect of the following aspects: milieu, theme and conflict (moral, religious, social and political). The fate of these novels was researched in the context of their contemporary reception history and that of literary historiography to date. From the study it appears that certain novels were initially highly acclaimed, but were not included in the canon. Possible reasons for this are investigated. It is my opinion that Die loutering van Petrus by Ella Fischer and Die }are daarna by Aletta Steyn need to be re-evaluated. Both novels are absorbing and interesting, the characters are lifelike and their life experiences are still relevant to the reader of the nineties / Afrikaans and Theory of Literature / M.A. (Afrikaans)

Text in Afrikaans / In hierdie studie is die aard en gevolge van bendegeweld onder kinders in die vroeë adolessente jare by bendegeteisterde skole in die Wes-Kaap ondersoek ten einde terapeutiese riglyne te bepaal vir leerders wat bendegeweld by die skool ervaar. Die verskynsel van bendegeweld is in die literatuur ondersoek. Die bio-ekologiese teorie van Urie Bronfenbrenner het as teoretiese grondslag vir die navorsing gedien, welke teorie die wedersydse invloed wat persone en hul omgewing op mekaar het, beskryf. Trauma by die vroeë adolessent en drie bestaande modelle vir traumaberading word bespreek, waarna ’n stel maatstawwe vir ’n traumaberadingsmodel uit die drie modelle sowel as die literatuur gekies word. Die empiriese navorsing is deur middel van sowel kwantitatiewe- as kwalitatiewe navorsingsmetodes gedoen. ’n Fokusgroepbespreking én onderhoude met onderwysers en skoolhoofde het plaasgevind om diepgaande inligting oor behoeftes ná voorvalle van bendegeweld te verkry. Twee in-diepte onderhoude is met persone wat kenners op die gebied van bendes en bendegeweld is, gevoer. Vervolgens is twee vraelyste, een vir leerders en een vir onderwysers en skoolhoofde, opgestel om vas te stel watter hulp hulle met betrekking tot ’n trauma-intervensieprogram benodig. Die studie het bevind dat bendegeweld leerders se akademiese prestasie sowel as hul emosionele en sosiale funksionering raak, terwyl dit gevoelens van magteloosheid en frustrasie by onderwysers en skoolhoofde veroorsaak. Die studie sluit af met ’n verskeidenheid aanbevelings oor die daarstel van terapeutiese riglyne vir opvoeders om die impak van bendegeweld op leerders by skole in bendegeteisterde gebiede te hanteer. / This study investigated the nature and effects of gang violence among children in the early adolescent stage of development at gang-infested schools in the Western Cape in order to identify therapeutic guidelines for learners who experience gang violence at school. The phenomenon of gang violence was explored in the literature study. The bioecosystems theory of Urie Bronfenbrenner was employed as the theoretical basis for the study, which describes the reciprocal influence between humans and their environment. Early adolescent trauma and three existing models for trauma counselling are discussed, followed by the selection of a set of criteria for a trauma counselling model based on the three models as well as the literature studied. The empirical research was carried out through both quantitative and qualitative research methodologies. A focus group discussion as well as interviews with educators and principals were conducted in order to obtain in-depth information on their needs after incidents of gang violence. Two in-depth interviews have been conducted with professionals who are experts in the domain of gangs and gang related violence. This led to the development of two questionnaires, one for learners and one for educators and principals, to determine what type of support they need in terms of a trauma intervention programme. The study found that gang violence severely affects learners’ academic performance as well as their emotional and social functioning, while it creates feelings of frustration and powerlessness among teachers and principals. The study concludes by offering a range of recommendations for the formulation of therapeutic guidelines for educators to address the effects of gang violence on learners who attend schools in gang-infested areas. / Psychology of Education / D. Ed. (Psychology of Education)

Text in Afrikaans / In hierdie studie is die aard en gevolge van bendegeweld onder kinders in die vroeë adolessente jare by bendegeteisterde skole in die Wes-Kaap ondersoek ten einde terapeutiese riglyne te bepaal vir leerders wat bendegeweld by die skool ervaar. Die verskynsel van bendegeweld is in die literatuur ondersoek. Die bio-ekologiese teorie van Urie Bronfenbrenner het as teoretiese grondslag vir die navorsing gedien, welke teorie die wedersydse invloed wat persone en hul omgewing op mekaar het, beskryf. Trauma by die vroeë adolessent en drie bestaande modelle vir traumaberading word bespreek, waarna ’n stel maatstawwe vir ’n traumaberadingsmodel uit die drie modelle sowel as die literatuur gekies word. Die empiriese navorsing is deur middel van sowel kwantitatiewe- as kwalitatiewe navorsingsmetodes gedoen. ’n Fokusgroepbespreking én onderhoude met onderwysers en skoolhoofde het plaasgevind om diepgaande inligting oor behoeftes ná voorvalle van bendegeweld te verkry. Twee in-diepte onderhoude is met persone wat kenners op die gebied van bendes en bendegeweld is, gevoer. Vervolgens is twee vraelyste, een vir leerders en een vir onderwysers en skoolhoofde, opgestel om vas te stel watter hulp hulle met betrekking tot ’n trauma-intervensieprogram benodig. Die studie het bevind dat bendegeweld leerders se akademiese prestasie sowel as hul emosionele en sosiale funksionering raak, terwyl dit gevoelens van magteloosheid en frustrasie by onderwysers en skoolhoofde veroorsaak. Die studie sluit af met ’n verskeidenheid aanbevelings oor die daarstel van terapeutiese riglyne vir opvoeders om die impak van bendegeweld op leerders by skole in bendegeteisterde gebiede te hanteer. / This study investigated the nature and effects of gang violence among children in the early adolescent stage of development at gang-infested schools in the Western Cape in order to identify therapeutic guidelines for learners who experience gang violence at school. The phenomenon of gang violence was explored in the literature study. The bioecosystems theory of Urie Bronfenbrenner was employed as the theoretical basis for the study, which describes the reciprocal influence between humans and their environment. Early adolescent trauma and three existing models for trauma counselling are discussed, followed by the selection of a set of criteria for a trauma counselling model based on the three models as well as the literature studied. The empirical research was carried out through both quantitative and qualitative research methodologies. A focus group discussion as well as interviews with educators and principals were conducted in order to obtain in-depth information on their needs after incidents of gang violence. Two in-depth interviews have been conducted with professionals who are experts in the domain of gangs and gang related violence. This led to the development of two questionnaires, one for learners and one for educators and principals, to determine what type of support they need in terms of a trauma intervention programme. The study found that gang violence severely affects learners’ academic performance as well as their emotional and social functioning, while it creates feelings of frustration and powerlessness among teachers and principals. The study concludes by offering a range of recommendations for the formulation of therapeutic guidelines for educators to address the effects of gang violence on learners who attend schools in gang-infested areas. / Psychology of Education / D. Ed. (Psychology of Education)